The topic/ concept ‘Multiplication Facts 2, 5 and 10’ is a single module that can be taught in one to two weeks. 

1. Students will be able to understand and represent multiplication facts by writing number sentences and drawing models.
2. Students will be able to use skip counting strategies to accurately find and write multiplication answers.

The teachers are required to go through the document carefully before they start the class.

Developmental Goals as per NIPUN BHARAT

1. Children Maintain Good Health and Well-being
2. Children Become Effective Communicators
3. Children Become Involved Learners and Connect with their Immediate Environment

Mapping Competencies under Developmental Goal 1

1. Participate actively in hands-on and movement-based skip counting activities.
2. Develop fine motor skills while arranging coins/notes and drawing multiplication models.
3. Show confidence and enjoyment while learning multiplication facts.
4. Demonstrate focus, persistence, and cooperation during group activities. 

Mapping Competencies under Developmental Goal 2

1. Use mathematical vocabulary such as times, groups, skip counting, and multiply.
2. Explain multiplication facts using repeated addition and skip counting strategies.
3. Read and write multiplication number sentences correctly.
4. Describe models and patterns used to represent multiplication facts.
5. Listen to and follow instructions during activities and discussions.

Mapping Competencies under Developmental Goal 3

1. Apply multiplication facts in real-life situations (e.g., counting money in groups of 2, 5, or 10).
2. Use skip counting to solve practical problems involving equal groups.
3. Relate multiplication concepts to everyday contexts such as grouping objects or money.
4. Explore patterns in multiplication facts through activities and visual models.
5. Demonstrate problem-solving skills while working with multiplication facts of 2, 5, and 10.

Preparation for the activities

Before the session:

1. The teacher has to see the given LTM Videos and practice the correct procedure that has to be introduced.
2. Teachers may download the LTM/ISL videos provided, to either teach or demonstrate them to the children while conducting the given activities.
3. Teachers may ensure that all children can see the video when played and follow the activity as instructed.
4. The teacher can use English and/or the native language while addressing the students.
5. Students can be seated on their chairs/benches or on the floor. The teacher can stand in front of the class, near the blackboard or sit along with the children in a circle or facing them if they are sitting in a semicircle.
6. Teachers go through the suggestions provided for variations and ensure necessary preparations are made accordingly.
7. Teachers keep the required materials ready for conducting the different activities.
8. The teacher plays the role of a demonstrator, facilitator and observer.

Preparing will help you to conduct an effective activity in an inclusive classroom and achieve the goal. 

Setting for an Inclusive classroom

Here are some adaptations that can be made to ensure that activities for enhancing reading and writing skills are accessible and inclusive for all students:

1. Physical accessibility: Ensure that the area used for the given activity is accessible to all students, including those with mobility impairments. This may require rearranging furniture or additional seating options, such as cushions or chairs with back support.
2. Communication: Consider the communication needs of all students in the classroom. Students with speech or language impairments may require Apps like AVAZ. 
3. Visual aids: Teachers can download ‘Flashcards’ and make them embossed as shown in DIY videos, as visual aids benefit those who need visual cues.

Adaptations and Strategies for an Inclusive Classroom

The Variability of an Inclusive Environment needs to address the processing and attention differences of the learners. An inclusive environment may have learners with Visual Impairment, Hearing Impairment, Loco-Motor Impairment and Cognitive Differences.

Learners not only learn in different ways, but they also have unique motivations, interests, personalities and strengths. To address this variability, providing the appropriate adaptation is an effective solution.

To help in this process, some suggestions for adaptations are given here. The teachers are requested to go through the adaptations given and choose the appropriate one/ ones to follow according to the needs of the differences found among the students in a particular class.

‘Sequencing skills’ Adaptations and Strategies

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‘Receptive and Expressive Language skills’ Adaptations and Strategies

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‘Organisational skills’ Adaptations and Strategies

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‘Attention and Focus’ Adaptations and Strategies

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Social Narrative

A social narrative is a tool to help individuals with special needs, particularly those on the autism spectrum, better understand social situations and how to respond appropriately. Here is a social narrative, related to the topic.

When I need help in Classroom

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Teacher Resource Document

Source and Attribution of images All images used in the above Assets and Aids are originally created.

This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.